Entering the Conversation

“Entering the Conversation”

Mike Rose’s essay, “Entering the Conversation,” questions the prevailing methods of teaching college level literacy to under-prepared students. The core courses for incoming freshmen “have traditionally served to exclude working-class people from the classroom. It doesn’t, of necessity have to be that way” (12). Rose is trying to prove that an education in the humanities does not have to be exclusive or elitist. Just because remedial students lack literacy skills, it is not through a shortage of intelligence; rather, it is due to poor education and a lack of overall support.

Rose’s parents were Italian immigrants who were both poorly educated. He grew up in South Los Angeles, which is an area characterized by its poverty. As a result of his upbringing, Rose’s top priorities did not include academics. Though he managed to float through highschool unchallenged, Rose was not prepared for the demand of college level courses. When his grades began to dip below a C average, Rose knew that he would need help from his professors outside of class. Because of his educational background, Mike Rose was hesitant to visit the faculty for extra help for fear they would view him as “stupid” (11). He soon learned that his teachers encouraged him to seek out help even though it was initially daunting. If Rose did not want to struggle through college with below average grades, he knew that it would be in his best interest to take them up on their offer for help.

Labeled early on as a mediocre student, Rose drifted uneventfully through most of his early education. However, newfound determination and a group of dedicated teachers soon pushed Rose to reevaluate himself. This change in perspective proved to be a turning point for Rose who would then go on to earn his bachelor’s degree from Loyola University.

“The teachers that fate…sent my way worked at making the humanities truly human. What transpired between us was the essence of humane liberal education, and it enabled me to move far beyond the cognitive charade of my freshman year.” (12)

What Rose means is the teachers that went out of their way to make themselves accessible, both in and outside of the classroom, were the ones who managed to make a connection with Rose by bringing education to life. These teachers would serve as “guides” to help their students make the plunge into the unknown. This was crucial for Rose because coming from South LA to one of the top universities was going “to call for support and guidance at many, many points along the way” (12). Rose’s teachers helped make him an engaged student by encouraging him to visit during their office hours. As a result, Rose made lasting friendships with his professors that enabled him to grow as both a student and an individual.

Mr. Johnson was one of the first teachers that managed to spark Rose’s interest. He brought the ancient Greek philosophers to life by “considering aloud the particular philosophical issues” (13) and opening discussion up to the class. This method of teaching reminds me of my Contemporary Moral Thought and Policy class here at SMU. My teacher, Ken Daley, has conversations with us, rather than lecturing at us. I have learned complicated material with ease through his teaching style and I believe that is what Rose is trying to convey. During high school I never feared approaching my teachers for help when I was confused. In college however, I feel that my peers are all very self-sufficient and seem to quickly grasp material that I find confusing. My Contemporary Moral Thought and Policy class began with the discussion of famous philosophers such as Aristotle, John Stuart Mill, and Immanuel Kant. Like Mr. Johnson, Ken Daley approaches each philosopher’s theories through notes and real life examples. Though Ken Daley explains the theories very clearly, I still need extra preparation before the tests. The small amount of effort it took to meet with Ken Daley during his office hours made all of the difference on my test score. My “A” average proves that taking the extra step to meet with your professor to clarify material will benefit you greatly; however,